Literacy and Self-Regulation Development in Play-Based Kindergarten Classrooms: A Comparison of Pedagogical Approaches
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| Title: | Literacy and Self-Regulation Development in Play-Based Kindergarten Classrooms: A Comparison of Pedagogical Approaches |
|---|---|
| Language: | English |
| Authors: | Angela Pyle, Ellen Fesseha, Ruxandra Filip, Allison McCann |
| Source: | AERA Online Paper Repository. 2025. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Self Management, Kindergarten, Play, Child Development, Teacher Role, Emergent Literacy, Program Effectiveness, Foreign Countries, Preschool Children |
| Geographic Terms: | Canada |
| DOI: | 10.3102/2191618 |
| Abstract: | Research shows that while play benefits children's development, there is conflicting information concerning how it should be implemented in kindergarten classrooms. One approach highlights the importance of child-directed play with minimal teacher involvement, while another emphasizes the role of teachers in integrating play with academic learning. This study explores different implementations of play-based learning and their impact on children's literacy and self-regulation outcomes. Mixed methods data were collected in 14 kindergarten classrooms in Ontario Canada. Classroom observations informed the analysis of play implementation, while fall baseline and spring outcome data of self-regulation and literacy were collected from 173 students. Findings demonstrate the benefits of implementing a diversified approach to play-based learning to students literacy and self-regulation outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678450 |
| Database: | ERIC |
| Abstract: | Research shows that while play benefits children's development, there is conflicting information concerning how it should be implemented in kindergarten classrooms. One approach highlights the importance of child-directed play with minimal teacher involvement, while another emphasizes the role of teachers in integrating play with academic learning. This study explores different implementations of play-based learning and their impact on children's literacy and self-regulation outcomes. Mixed methods data were collected in 14 kindergarten classrooms in Ontario Canada. Classroom observations informed the analysis of play implementation, while fall baseline and spring outcome data of self-regulation and literacy were collected from 173 students. Findings demonstrate the benefits of implementing a diversified approach to play-based learning to students literacy and self-regulation outcomes. |
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| DOI: | 10.3102/2191618 |
